Code : BEL 313 Course : INTRODUCTION TO CRITICAL THINKING Level : PRE LAW Credit Unit : 3 Contact Hours : 6
Course Outcomes
At the end of the course, the student should be able to: 1. Identify basic concepts and terminology in critical thinking 2. Recognize elements of language in texts that shape thought. 3. Evaluate arguments 4. Develop arguments and counter arguments
Course Description
This course is designed to develop the students’ ability to think clearly, logically and critically in a wide range of situations. It focuses on the basics of critical thinking and the key elements of argument. They will be taught how to evaluate information, establish facts, make assumptions and inference, form opinions and develop arguments.
Course Content
1. Introduction to critical thinking 2. Basic concepts and terminology in arguments 3. Language and critical thinking 4. Arguments Assessment
Attendance and Assignments/ Preparation/Homework 10%
Attendance & Punctuality 5%
Assignments/Preparation/
Homework 5%
Prescribed Textbook: NONE
Recommended Textbook:
Cottrell, S. 2005. Critical Thinking Skills. New York: Palgrave Macmillan. Butterworth, J. and Thwaites, G. 2005. Thinking Skills. Cambridge University Press.
References
Andolina, Michael. 2001. Critical Thinking for Working Students. Albany, NY: Delmar Browne, M.N. & Keeley, S.M. 2004. Asking the Right Questions: A Guide to Critical Thinking. Upper Saddle river, NJ: Pearson/Prentice Hall Diestler, Sherry. 2005. Becoming a Critical Thinker: A User Friendly Manual. 4th ed. New Jersey, Pearson/Prentice Hall. Fisher, Alec. 2002. Critical Thinking. An Introduction. Cambridge, Cambridge Lunsford, Ruskiewicz and Walters. 2004. Everything’s An Argument, Bedford St. Martins, Coursepak Mayfield, Marlys. 2004. Thinking for Yourself. Boston: Thomson Heinle University Press.
Weekly schedule for the semester BEL 313 – Introduction to Critical Thinking
Learning Outcomes: Week 1 At the end of this week, students will be able to:
Recognize/identify the basic principles of critical thinking
Identify the basic features of an argument
Task/Activities
Learning Outcomes: Week 2
At the end of this week, students will be able to:
Identify supporting reasons and conclusions in written texts
Differentiate between contentions and objections in simple arguments
Task/Activities Assignment I (Pair work)
Note: This assignment constitutes 20% of the course assessment. Submission: Week 6
Learning Outcomes: Week 3 At the end of this week, students will be able to:
Identify linguistic elements that contribute to lexical and syntactic ambiguity
Identify linguistic features used in persuasive texts
Construct effective persuasive texts
Task/Activities
Learning Outcomes: Week 4 At the end of this week, students will be able to:
Analyse texts to identify arguments
Identify premises that support the conclusion in arguments
Task/Activities
Learning Outcomes: Week 5 At the end of this week, students will be able to:
Distinguish between facts and opinions in arguments
Identify elements of a fallacious argument
Task/Activities Assignment II (Individual work)
Note: This assignment constitutes 20% of the course assessment. Submission: Week 10
Learning Outcomes: Week 6-7 At the end of this week, students will be able to:
Distinguish between inductive and deductive reasoning
Evaluate arguments by commenting on the strengths and weakness of the supporting premises
Assess advertisements based on the usage of rhetorical ploys
Task/Activities Assignment of task for forum in Week 7
Learning Outcomes: Week 8-9
At the end of this week, students will be able to:
Apply the various concepts of arguments learnt so far to critically evaluate texts
Review Assignment 1 with students providing adequate feedback (1 on 1 session with students)
Task/Activities
Learning Outcomes: Week 10
At the end of this week, students will be able to:
Challenge an argument by identifying weaknesses and providing sound arguments to the contrary
Task/Activities
Learning Outcomes: Week 11
At the end of this week, students will be able to:
Participate in a discussion by defending one’s stand on the issue being discussed
Task/Activities Group Presentation (15-20 minutes)
Note: This presentation is a practice session for the oral presentation in Week 11-12.
Learning Outcomes: Week 12-13
At the end of these weeks, students will be able to:
Advocate a particular stand on an issue and formulate arguments to support their stand
Review Assignment 2 with students providing adequate feedback
Task/Activities
Group Presentation (15-20 minutes)
Learning Outcomes: Week 14
At the end of this week, students will be able to:
List the various concepts learnt in this course
Evaluate texts critically and justify reasons for the stand taken
Course : INTRODUCTION TO CRITICAL THINKING
Level : PRE LAW
Credit Unit : 3
Contact Hours : 6
Course Outcomes
At the end of the course, the student should be able to:
1. Identify basic concepts and terminology in critical thinking
2. Recognize elements of language in texts that shape thought.
3. Evaluate arguments
4. Develop arguments and counter arguments
Course Description
This course is designed to develop the students’ ability to think clearly, logically and critically in a wide range of situations. It focuses on the basics of critical thinking and the key elements of argument. They will be taught how to evaluate information, establish facts, make assumptions and inference, form opinions and develop arguments.
Course Content
1. Introduction to critical thinking
2. Basic concepts and terminology in arguments
3. Language and critical thinking
4. Arguments
Assessment
On-going assessment (100%)
On-Going Assessment 90%
- Assignment 1 20%
- Assignment 2 20%
- Forum 20%
- Test 30%
Attendance and Assignments/Preparation/Homework 10%
- Attendance & Punctuality 5%
- Assignments/Preparation/
Homework 5%Prescribed Textbook: NONE
Recommended Textbook:
Cottrell, S. 2005. Critical Thinking Skills. New York: Palgrave Macmillan.
Butterworth, J. and Thwaites, G. 2005. Thinking Skills. Cambridge University Press.
References
Andolina, Michael. 2001. Critical Thinking for Working Students. Albany, NY: Delmar
Browne, M.N. & Keeley, S.M. 2004. Asking the Right Questions: A Guide to Critical Thinking. Upper Saddle river, NJ: Pearson/Prentice Hall
Diestler, Sherry. 2005. Becoming a Critical Thinker: A User Friendly Manual. 4th ed. New Jersey, Pearson/Prentice Hall.
Fisher, Alec. 2002. Critical Thinking. An Introduction. Cambridge, Cambridge
Lunsford, Ruskiewicz and Walters. 2004. Everything’s An Argument, Bedford St. Martins, Coursepak
Mayfield, Marlys. 2004. Thinking for Yourself. Boston: Thomson Heinle
University Press.
Weekly schedule for the semester
BEL 313 – Introduction to Critical Thinking
Week 1
At the end of this week, students will be able to:
Task/Activities
Week 2
At the end of this week, students will be able to:
Task/Activities
Assignment I (Pair work)
Note:
This assignment constitutes 20% of the course assessment.
Submission: Week 6
Week 3
At the end of this week, students will be able to:
Task/Activities
Week 4
At the end of this week, students will be able to:
Task/Activities
Week 5
At the end of this week, students will be able to:
Task/Activities
Assignment II (Individual work)
Note:
This assignment constitutes 20% of the course assessment. Submission: Week 10
Week 6-7
At the end of this week, students will be able to:
Task/Activities
Assignment of task for forum in Week 7
Week 8-9
At the end of this week, students will be able to:
Task/Activities
Week 10
At the end of this week, students will be able to:
Task/Activities
Week 11
At the end of this week, students will be able to:
Task/Activities
Group Presentation (15-20 minutes)
Note:
This presentation is a practice session for the oral presentation in Week 11-12.
Week 12-13
At the end of these weeks, students will be able to:
Task/Activities
Group Presentation (15-20 minutes)
Week 14
At the end of this week, students will be able to:
Task/Activities
Test
Downloads
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